Beruflich Dokumente
Kultur Dokumente
Elisa Toscano
12/13/16
SST 309
Sarah Tate
1
Outline
1. Unit Calendar
pp.1-3
2. Stage One
pp. 4- 7
3. Stage Two
pp. 8-15
4. Hooking Lesson
pp.16-17
pp. 18-21
p.22
pp. 23-28
8. Reflections
pp.29-30
9. Resources
p.31
Unit Calendar
Day 1
Day 2
Day 3
Hooking Lesson:
Why was/is a
constitution and
laws needed?
Concept
Formation
Lesson:
Democracy
Group activity
Day 6
Preamble of
Constitution
Day 7
Content of
Constitution
Constitutional
Convention
Day 4
Articles of
Confederation
vs. Constitution
What is
different?
Day 8
George
Washington
Day 5
Change in the
country:
Constitution
Performance
Assessment
Day 9
Text Lesson:
Amendments
and the Bill of
Rights
Day 10
What would you
change about
the
Constitution?
Narrative
Assessment
Unit Overview
This Unit will teach the students about the emergence and the necessity of the American
Constitution. They will learn about why laws and rules are crucial for a working country
and society. Main topics will be the concept of democracy, the comparison between the
Articles of Confederation, the Philadelphia Convention, the Preamble and the content of
the American Constitution and the Bill of Rights. There will be all different kinds of
activities, e.g. group work, working with primary sources and narratives, but also videos
and creative writing. The students already know how to work with texts and how to
identify important information. The students will have prior knowledge of the American
Revolution, and the Articles of Confederation and why they failed. This would be the last
unit of grade five.
Unit Rationale
(Michigan Department of Education. (2012) Grade Level Content Expectations, Grade Five.
Lansing, MI)
Students [also] describe the significant events and turning points during the war. In
examining the challenges faced by the new nation under the Articles of Confederation,
the expectations continue to build upon students understanding of government. By
exploring the political ideas underlying the Articles of Confederation and the subsequent
adoption of the U.S. Constitution and Bill of Rights (with particular emphasis on the
rights contained in first four amendments), the values and principles of American
democracy are revisited through a historical context. Students examine how the
Founders sought to limit the power of government through principles of separation of
powers, checks and balances, dual sovereignty (federalism), protection of individual
rights, popular sovereignty, and rule of law.
The students should have prior knowledge about how America was formed. They have to
know about Colonialism and also know about the Revolutionary War in order to
understand why America was without president and a federal government.
Its important for the students to know in which condition America has been at the time
because that state showed the necessity of a constitution.
You should always activate the students prior knowledge to see what they already know
and also to correct misunderstanding.
The learners also have to have some skills in order to work with historical texts, time
lines, graphs and tables.
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And because its a very broad topic, the teacher should try to break it down into
understandable topics and events. It doesnt help the children to know each exact day of
an event if they dont know what happened.
After many years of war and revolution the US needed a change and a stronger federal government.
The constitution was developed to make this change.
1.
2.
3.
Compelling Question:
Supporting Questions:
Behavioral Objectives:
Key Concepts:
Monarchy
Colonialism
Loyalists vs. Patriots
Revolution
Democracy
Government
Separation of powers
Federalism
President/Congress
Law
Articles of Confederation
Founding Fathers
Philadelphia Convention
(Constitutional
Convention)
Constitution
Election System
Checks and Balances
Bill of Rights
Important Knowledge:
Important Skills:
Reading texts
Writing essays,
explanations
Discussing
Analyzing,
interpreting and
work with readings
Analyzing graphs &
tables
Sourcing
Creating time lines
Chronological
thinking
Description of Informal
Assessments:
Flashlight
The teacher asks a question
and each student has to say a
word or a sentence to answer
it.
e.g. You can ask them for a
reason they think countries
need rules and laws and each
gets to answer in a words or a
sentence.
Sorting events.
Students get a worksheet with
a list of events they have to put
in the right order. (e.g.
American Revolution,
Declaration of Independence,
Constitutional Convention, Bill
of rights).
Alternative: cards with
different events for the
students to organize
3 Minute Essay
The students have to take out
a piece of paper and they have
3 minutes to write down
everything they know about a
given topic or person e.g. Who
was James Madison? or What
does no taxation without
representation mean?
The students will imagine they are a member of the Constitutional Convention. It is
October 1787 and they are writing a letter to a relative who lives in another country.
They tell them about the problems America faced under the Articles of Confederation,
about the Constitutional Convention and why the members of the Convention saw the
importance of a federal government and of writing a new constitution.
By writing this letter, the students show understanding of the change that happened in
America between 1770-1787 and the origination process of the American Constitution.
The students have to write about the problems America faced under the Articles of
Confederation and why the Philadelphia Convention was convened. They will have to
explain the outcome of the Convention and why a federal government and a new
constitution was needed. The knowledge the students show here is very important, not
only to understand the American History but also to understand todays importance of
having a government and laws and regulations.
The Michigan Standards target the following knowledge and standards for students of a
fifth grade:
All of these standards are fulfilled when the students perform well in writing this letter.
Loyalists
The British
Federalists
Native Americans
2.
Explain the meaning and importance of the sentence no taxation without
representation. (4cr.)
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3.
Name and explain three reasons why the colonies wanted to become independent
of the British crown? (6cr.)
4.
1787
1878
1988
1677
5.
Philly Convention
Constitutional Convention
6.
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7.
Benjamin Franklin
George Washington
Wolfgang Mozart
James Monroe
8.
Why did the participants meet in the first place? (Think about who, where etc.)
(5cr)
9.
What was the conventions outcome? Was it different from what was expected?
(5cr.)
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Performance Assessment
Instruction for Teachers: Ask the students if they have any question about the letter
they have to write. It should be about 2 pages long and they have to write it in 1st person.
(e.g. Im telling you about...). The students are supposed to imagine they are a member of
the Constitutional Convention and write a letter to a family member in another country,
telling what's going on in the country. Give examples, if the students are confused or
don't know how to start. Tell them to make a list or an outline before they start, so they
don't forget anything important.
Instruction for students: Imagine you are a member of the Constitutional Convention.
It is October 1787 and you are writing a letter to a relative who lives in another country.
Tell him about the problems America faced under the Articles of Confederation. Also, tell
him about the Constitutional Convention and why you and the other members of the
Convention saw the importance of a federal government and of writing a new
constitution. Was was the problem with the Articles of Confederation? Was it easy to
agree on a new constitution? How do you feel about the situation?
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Rubric:
Grade
Some minor
facts are
missing, but
the overall
concept of the
changes and
the
development of
the
constitution
are clear.
Facts, events
or dates are
sometimes
wrong or
missing. The
overall idea is
given but not
detailed
enough.
Several facts,
events or
dates are
wrong or
completely
missing.
Student didnt
turn a letter in
or just wrote a
few sentences.
Grammar and
spelling are
mostly correct.
Some mistakes
in grammar
and spelling.
Main ideas
and changes
are not
shown.
The teacher
has
problems
with the
writing style,
many
mistakes in
grammar
and spelling.
(Almost)
everything the
student wrote
was wrong or
not part of the
task.
Many errors in
grammar and
spelling.
Writing style is
not clear to
understand.
When grading these letters, I would give separate grades for content and
grammar/spelling/writing style. The content grade counts 85%, the
grammar/spelling/writing style counts 15%.
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Hooking Lesson
Your Name: Elisa Toscano
Compelling Question:
Why was a constitution needed? Why is it still needed today?
Overview:
This lessons helps the students to gain understanding why laws and rules are needed.
They will pretend to form their own country and in group work come up with important
laws they want for their country. They will think about which laws are necessary for a
country to work and why laws are needed in general. Each group writes their Top 10
laws on a poster and presents it to the class.
Objectives:
D2.Civ.3.3-5. Examine the origins and purposes of rules, laws, and key U.S. constitutional
provisions.
D2.Civ.4.3-5. Explain how groups of people make rules to create responsibilities and
protect freedoms.
Materials/Evidence/Sources:
posters
markers
tape
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Assessment:
The students will be assessed with a short essay they have to write at home. They are
supposed to write about why their group chose the laws they did and why they think
laws are important in general. Also they have to answer the question whether or not
they think a country/society could work without rules/laws. The essay is turned in to
the teacher in the next lesson.
Instructional Sequence:
Welcome class, activate prior knowledge: (~10 minutes)
we've already talked about the Articles of Confederation and why they failed
Ask: Does anyone know what came afterwards?
Why were laws and rules needed anyway?
Ask students to think of rules and laws they know, and write them down. Give example:
It's forbidden to steal. etc. (~10 minutes)
Collect rules and laws the students came up with on the board. Ask students what they
think would happen, if those rules didn't exist. Write everything on board, students copy
it in their note book. (~10 minutes)
Tell the class we're founding a countries and they are supposed to write their own laws.
Divide the class in groups of 5 students. Each group receives a poster and they are
supposed to come up with the 10 most important laws for a country. (~20 minutes)
Each group presents their poster with their laws and the whole class looks for
similarities and differences. Are there some topics everybody dealt with? Why are they
so important? (~20 minutes)
Homework: Write one two pages about why their group chose the laws they did and
why they think laws in general are important.
Attachments:
Homework for students:
Write one two pages about why your group chose the laws you chose. Why do you
think those laws were important? Why do you think laws in general are important? Do
you think a country/society could live without laws? Why/Why not?
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Overview:
In this inductive lesson the students will learn about the concept of democracy with the
help of examples. After activating prior knowledge, the students receive a work sheet
with an example of a democratic election. The students and the teacher work on the
characteristics of a democracy and come up with a definition. With an Example/NonExample Worksheet they students will practice their understanding of democracy. As a
homework the students will have to find 3 democratic countries other than the US.
Objectives:
The students will understand the concept of democracy and will be able to
distinguish a democracy from other forms of governments. They will also know
features of a democratic election.
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Materials/Evidence/Sources:
Example/Non-Example sheet
Assessment:
The students will be assessed with the Example/Non-Example Worksheet. This shows
the teacher if the students understood the concept of democracy and its characteristics.
As a homework the students have to find 3 countries (other than the US) that are a
democracy. This shows if the students have the ability to distinguish a democratic
country from another form of government.
Instructional Sequence:
2. The students receive a work sheet with a text that talks about democratic elections
and democracy in a country. The students are supposed to find the characteristics of a
democratic country and democratic elections. The class shares the characteristics
they've found and the teacher writes them on the board. (~20 min.)
3. The class talks about those characteristics and why they are so important for
democracy.
create definition of democracy (see attached) (~15 min.)
4. The teacher hands out a work sheet with 4 short texts. The students have to decide if
it's an example for a democracy or not. They have to underline the characteristics
they've based their decision on. This sheet will be turned in to the teacher. (~15 min.)
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5. As a homework, the students have to find 3 countries (other than the US) with a
democracy as form of government and write down what makes them democratic. (~5
min.)
In 2016 the United States of America have elected a new president. Every American
citizen who's 18 and older, was allowed to vote. The two main candidates were Hillary
Clinton and Donald Trump. The election was secret, that means no one had to tell
another person who they've voted for. Like this, everybody is free to vote for whoever
they want to. Every voter has one vote and every vote counts the same. Since most of the
people voted for Donald Trump, he was elected president. He will be the president of the
US and represents the people of America. Everyone can express their opinion about the
outcome of an election without fearing discrimination or punishment.
Freedom of speech.
The definition the class and teacher should come up with: (or similar)
A democracy is a form of government where the people vote for their president.
Democracy is also a form of decision making. The elections have to be secret, free and
equal. The party with the majority of votes wins. The people who vote are in power over
the decision making. In a democracy, everybody has the freedom to express their
opinion. This is called freedom of speech.
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Example/Non-Example Sheet:
Read the texts carefully and find out if the examples describe a democracy or not.
Underline the characteristics of a democracy you find and explain why or why not
it's a democracy.
1. A country voted on their new president. The womens' votes count twice as much
as the mens' votes.
2. A class votes on a new class representative. Every student is allowed to vote and
no one can watch another person while voting. The elected student will represent
the class.
3. The country North Korea has a president. He became president when is father,
the former president died. The people are not allowed to criticize the president or
they will be punished by the government.
4. Germany elected a new chancellor. The election was free, secret and equal.
41% voted for the candidate Angela Merkel. No other candidate had that many votes,
which is why she became the chancellor of Germany.
Homework:
Find 3 other countries than the US who have a democratic government. Explain, why
they are a democracy using the characteristics we've talked about.
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Overview:
This lesson answers the question why the people of the US demanded amendments and
the importance of the Bill of Rights by working with three different types of texts: a
description, an official law phrasing and a narrative. After reading and working with the
description of the amendments' history, the students will work in groups to find
examples for actions that are protected by the Bill of Rights. They will present their
results to the class.
As an assessment, the students are reading a narrative and identifying, where the
characters rights have been violated.
Objectives:
The students will know why amendments and the bill of rights were needed.
(5 - U3.3.7 Describe the concern that some people had about individual rights and why
the inclusion of a Bill of Rights was needed for ratification. (C))
The students will be able to explain the rights that are protected by the Bill of
Rights..
(5 U3.3.8 Describe the rights found in the First, Second, Third, and Fourth
Amendments to the United States Constitution.)
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Materials/Evidence/Sources:
http://jleuneberg.weebly.com/uploads/2/4/6/0/24606640/n-bergen-bill-ofrights.pdf (Narrative)
http://teacher.scholastic.com/scholasticnews/indepth/constitution_day/inside/i
ndex.asp?article=billofrights (List of Bill of Rights, adjusted for children)
Assessment:
The students will be assessed with a narrative about a man who's rights were violated by
the police and the judicial branch. The students will have to find out which of his rights,
that are actually protected by the Bill of Rights were violated.
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Instructional Sequence:
2. Hand out the first text about the history of amendments and the Bill of Rights.
Have students read the paragraphs alternately out loud. The students are supposed to
underline the important information about amendments and the Bill of Rights. Explain
that this will help them with the upcoming activities. Talk about each paragraph after it
was read and answer questions. (~20 minutes)
3. With the help of the students, sum it up in bullet points on the board. Students
copy the bullet points into their notebooks. (~10 minutes)
4. Divide class in 10 groups. Each group receives a flash card with one amendment
of the Bill of Rights written on it. The students are supposed to make a small
poster about this amendment, explain it and find examples in real life. (~15
minutes)
5. Each group presents their amendment and the examples they've found. After the
lesson, the teacher will create a collage out of all the posters and hand them out to
the students. (~20 minutes)
6. Explain the assessment: The students are supposed to read the narrative about
Johnny Q. Public and write down which amendments were violated by the police
and the court. The sheet will be turned in to the teacher. (~20 minutes)
part of lesson taught in Whole Group Rehearsal Teaching (altered)
results are discussed in class and put on the board.
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Amendment 1
The First Amendment protects the rights of every American. It defines the freedoms of
religion, speech, and press. Most Americans believe that the First Amendment
guarantees their most important rights.
Amendment 2
The Second Amendment guarantees Americans the right to bear arms, or own guns.
Amendment 3
The Third Amendment prevents the government from forcing citizens to shelter soldiers
in their homes.
Amendment 4
The Fourth Amendment protects the privacy of American citizens. It prohibits, or
prevents, unnecessary or unreasonable searches of a person's property.
Amendment 5
In the Fifth Amendment, all Americans are guaranteed the right to a fair and legal trial. It
also protects someone from testifying against him- or herself under oath.
Amendment 6
A right to a speedy trial is guaranteed in the Sixth Amendment.
Amendment 7
The Seventh Amendment guarantees the right to a trial by jury in civil, or private, legal
cases where damages are more than $20. Civil cases solve disputes between citizens.
Amendment 8
Unreasonable bail or fines and cruel and unusual punishment are prohibited in the
Eighth Amendment.
Amendment 9
The Ninth Amendment recognizes that Americans have rights that are not listed in the
Constitution.
Amendment 10
The Tenth Amendment says that the powers not given to the United States government
by the Constitution belong to the states or to the people.
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Narrative Assessment:
Johnny Q. Public dozed off to sleep while watching n TV. Suddenly there was a noise on
his porch and then, BAM!. Five men in police uniforms stood in his living room with
guns pointed at him. The captain shouted to the other officers, You, go search the
basement. You, search the garage. You, search the kitchen! Wh- wh- wheres your
search warrant? asked Johnny nervously. We dont need a warrant! replied the police
captain.
After searching his house, the captain announced, Johnny Q. Public, you are under
arrest. Johnny was booked and led to a prison cell. He wondered what he had been
arrested for. Guard, why I have been arrested? Johnny asked each day. But the guards
said they didnt know.
Months went by. Finally Johnny was told that if he could post one million dollars bail, he
could get out of jail until his trial. I dont have that kind of money. Can I talk to an
attorney? Hed beg, but the answer was always, No. A year passed, and finally Johnny
was transported from Virginia to Pennsylvania for trial. He found out that he was
charged with shoplifting a t-shirt. As he entered the courtroom, he saw an empty jury
box. He asked, Wheres my jury? He was told he couldnt have a jury because judges
were better at knowing when someone was guilty.
Then the district attorney said, The prosecution calls Johnny Q. Public to the stand.
Johnny didnt want to testify. But he was told he would be sent back to jail if he did not.
Johnny put on the best defense he could. Johnny was found guilty. Johnny felt dizzy and
sat down. He thought, I wish there were something that could protect me from these
abuses!
According to the Bill of Rights, how were Johnny's rights violated? Which amendments
were violated?
Answers:
Reflection
When I started working on my lesson plan, I did not know everything about this topic.
The last time I dealt with the American Constitution in detail was in 8th grade. I needed
to learn a lot of facts and data about all the different events and people in my unit. First, I
tried to get an overview over all events that were crucial for the emergence of the
Constitution to be able to plan a cohesive and interesting unit for the students.
Nevertheless, I really enjoyed researching the topic for my lesson plan and I set out to
learn more about American history and politics.
Since I'm going to be an elementary teacher, I've never worked with content for 5 th
graders, which was an interesting challenge for me. Also, I've never made a whole unit
plan before. This experience showed me how complicated it can be to come up with a
unit plan. Yet, I believe that this will get easier with every year I'm going to work as a
teacher.
I really enjoyed the exchange and feedback from my fellow students. It often helped to
gain new insights or see a new perspective on a topic. Also, it was very helpful when I
was stuck or didn't have any new ideas. I very much enjoyed the whole group rehearsal
teaching, because it's always interesting to learn new ways and how others would teach
a topic.
Planning this unit was very helpful to envision my future social studies classroom. I've
learned numerous new strategies, methods and topics I want to incorporate into my
future lessons. I always knew that I wanted to teach politics and history in my class
room, which this unit plan was very helpful for. Working on this also helped me to
understand how to connect e.g. geography and politics (reading a map from that time
etc.) Combining the subjects makes it more interesting for the students and also for the
teacher to teach, because skills and content are taught at the same time.
Furthermore, I know now more about how to break a big topic down and how to decide
which aspects of a topic are appropriate and important to teach. While working on my
unit plan, I often thought about how I could teach this in Germany or use some of the
strategies and methods for teaching about German history or politics.
The biggest challenge I faced, was to keep the big picture in mind. I enjoyed coming up
with each lesson plan, since we could be very creative, but paying attention to the
cohesion and big events of the unit was very challenging. Also, at first I had some
problems, because I went to school in Germany and not in the US. I didn't know what
students learn in elementary school and what they are supposed to know in 5 th grade. I
had to do some research and read a lot in the standards and curricula of Michigan and
the United States, which however was informative and interesting for me. The school
system is different in Germany, too. We don't have every subject every day, but each
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subject 2 hours, once or twice week. This makes the planning and teaching of a topic
completely different than what we've learned in Germany so far.
Making this unit plan really showed me, how much work is behind a lesson and a unit.
Being a student, you never think about how much effort the teachers put in their lessons.
For me it was difficult in the beginning, to decide which of the topics are the most
important ones to teach and which information is appropriate and understandable for
students. As soon as I'm back in Germany, I will start my student teaching, and I'm eager
to learn more about planning lesson and unit plans and eventually teaching them.
I'm very proud, that I managed to come up with a cohesive and interesting unit plan for
the students, despite all the challenges I faced. I am very glad that I had the opportunity
to dive into the American Social Studies curriculum and to apply my language and
academic skills on this topic. I've put a lot of effort and work into it and I really hope that
I'll have the chance to teach this unit at one point in my career.
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References
Grade Level Content Expectations, Social Studies, K-8, Michigan Department of
Education https://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf
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